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\begin{document}

\title{Effects of sibling relationships on elementary school children's
social--emotional competence: an analysis of China's multi-child family
structure}



\author[1]{Xiaoyan Zhou}%
\author[1]{Mengna Yang}%
\author[2]{Yu Lei}%
\affil[1]{Zhejiang Normal University College of Education}%
\affil[2]{Chun Hui Primary School}%


\vspace{-1em}



  
  \date{June 14, 2024}


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\begin{abstract}
Sibling relationships' effects on social--emotional competence were
investigated among elementary school children experiencing changing
family structures. The study involved 965 students (ages 10--12 years;
472 boys, 503 girls; N5th grades = 510, N6th grades = 465) in a
developed province in China. Sibling relationships and social--emotional
competence showed a significant positive association. Sibling rivalry,
conflict, and power contrast hindered children's self-awareness,
decision making, and interpersonal skills. Positive sibling
relationships (e.g., sibling intimacy) were positively correlated with
and predictive of social--emotional competence in children from
multi-child families. Sibling intimacy best explained children's
social--emotional competence and predicted the development of
social--emotional competence dimensions. Sibling intimacy
aspects---pro-sociality, affect, companionship, and
admiration---primarily predicted social--emotional competence.%
\end{abstract}%



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